Day 8 Features of primary language classroom management

in all learning ? What specific extra purpose do they

serve in language classrooms?
How can we categorise types of classroom question?
What are crucial features in differentiating questions?
How can Ts vary question interaction patterns?
How and when do teachers correct answers?

crucial in:
managing the class
engaging students with content
encouraging participation

increasing understanding.
promoting formative assessment.
The quantity of questions asked needs to be considered in relation to:
general time constraints
keep teacher talking time to a minimum
their effectiveness in maximising learner contributions.

question
referential question
to move lesson stages/activities along
to elicit a range

of learner language
to check learners have understood
to explore learner answers further
to focus on language meaning and forms
to promote learner speculation
to elicit a simple correct answer
to elicit something the teacher does not know answer to.

Some well-known examples are:
Make a ‘T’ with fingers to illustrate

missing ‘the’.
Show a small word missing by holding thumb and forefinger close together.
Cross hands over to show wrong word order.


… can you add to this list.

question?

Give a concrete example to another teacher of the different

types of language classroom question we have seen this session.

find stories so engaging?
How can features of stories be exploited

pre-,while- and post-listening/reading?
How can Ts modify language when storytelling?
What’s the impact of accompanying story listening with viewing?

illustrations e.g. ‘Tiddler’. Teacher reads the story modified to class

language level.
[I] Listening to instructions for drawing, making and decorating different fish.
[P] Writing captions (bubbles) of things learners remember from the story or fish might say.

mat, props, hats, puppets, signs, etc.
While:
images, animation, reinforcing language
listening and

reading along
audience participation/pantomime
Post:
character empathy/voice consolidation
consolidating language
drama, craft, display

of a bike story ‘My new bike’ and suggest language

for each picture.
www.myonlinereading.com/my-new-bike.php
[D] Teacher introduces some key words from the story: curious surprise animal show newspaper www.youtube.com/watch?v=eX7Jv_1YsuE
[W] Whole class watches animation ‘Curious George rides his bike’ and listen to teacher tell story.  
[P] Learners work in pairs and make up and write captions for different sequences in the story.
[W] Teacher tells the story with animation again and learners shout out captions i.e. what ‘Curious George’ says/is thinking.
[W] Learners write out a selection of captions for a class story display.

with another delegate features that made the stories we heard

accessible to learners.

learning style/mode preferences typically exhibited by learners?
How can teachers effectively

address these in activities?
What type of language does performing craft activities particularly involve.
What purposes can organised classroom display serve?

in the ways of learning.

If teachers develop their teaching

styles and provide a variety of tasks in these different styles, learning will become more effective and efficient.

their teaching
encourage classroom discussions
encourage learners to work in groups
give time

for learners to ask questions
include reading passages aloud in their teaching
makes learners recall facts by reciting things – rhymes, mnemonics, etc.
do not need absolute silence in the classroom.

Audio, visual and kinaesthetic learners

board
ask learners to visualise a scene, or successful outcome
gives

learners time to sketch out ideas or to take notes
encourages use of coloured pens
likes to have a colourful classroom.

Audio, visual and kinaesthetic learners

listening to explanations or going through examples)
use activities that include

moving around the classroom
use sticky-notes and flash cards for noting and sorting ideas
encourage learning by doing, not just sitting.

Audio, visual and kinaesthetic learners

the activities. Sort them according to which ones would appeal

more to:

particular concept or theme; cross-curricular links, develop aesthetic sense

Display as

information - designed to inform; provide reinforcement; act as resource, prompt

Display as celebration - designed to present children's work to a wider audience. validate work, sense of community, achievement and respect

the box
effort: think planning and

resourcing
structure: think background, focus, visibility
organisation: think timing and process

Refresh, update and move on.

might be used to inspire teachers related to these actual

displays in the curriculum

Spring in Kazakhstan
Underwater ocean scene
Puppet/mobile displays
Classroom rules/signs display

behind each display found on the internet ?

What type of

language did our craft activities typically involve.

?
Can curricular concepts be taught in English?
What are some ways

in which we can teach collaboratively?
What additional steps are involved in cross-curricular lessons?

body of vehicle and showing how many people are inside.

[P] Visiting teacher’s moving parts shop and requesting the things needed to make rest of vehicle. 
[P] Writing out labels in the form of flags for to put on learner vehicles, e.g. Tom and Tina’s tractor.
[W] Saying where your vehicle can get to (vehicles rolled down a gentle slope and along a flat surface). Rest of class asked: Can it?

long learner’s step is.
Activity framework, worksheet and graph template

:

http://www.primaryresources.co.uk/maths/pdfs/how_long_is_your_step.pdf

Art and Design

[I] Watching a demonstration and following instructions on how to wrap present. Silent video presentation which teacher pauses and prompts with language.
[I] [f] Listening to instructions to make decorations to stick on wrapped presents e.g. Draw a star. Colour the star purple. Now give instructions for display.

or swim

Making representations from shapes

Make a list of reasons with another teacher.